06- speech sound development norms

Question 1

word initial

Answer 1

VOT and formant transitions

Question 2

word final

Answer 2

stop gap & voicebar & formant transitions

Question 3

/r/ primary acoustic cue

Answer 3

low F3

Question 4

cross-sectional large-scale normative studies

Answer 4

track different kids at each age

Question 5

age of acquisition

Answer 5

not the same from study to study
does not reference when a child first starts to use a sound
age at which some fixed % of children in the sample used the sound correctly, with the sound’s position in the word typically taken into account

Question 6

what kind of study is sander 1972

Answer 6

cross sectional

Question 7

methods of sander 1972

Answer 7

reinterpreted data from templin and wellman et al

Question 8

sander left edge of the bar

Answer 8

age at which 50% of kids from templin and wellman produced the sound correctly

Question 9

right edge of bar sander

Answer 9

age at which 90% of kids from templin and wellman produced the sound correctly

Question 10

which word positions were tracked in Sander (1972)

Answer 10

2/3 in customary production
2/3 in mastery production

Question 11

Smit and Colleagues (1990) population and type of study

Answer 11

cross sectional; 500 children in Iowa and 465 children in Nebraska

Question 12

Smit and Colleagues (1990) purpose

Answer 12

reported what % of children in an age group were able to produce each sound correctly; initial and final reported separate

Question 13

Smit an Colleagues (1990) findings

Answer 13

differences between male and female

Question 14

what is a longitudinal study

Answer 14

one set of kids followed over time

Question 15

Stoel-gammon (1985) methods and type

Answer 15

34 children; longitudinal

Question 16

primary interest of Stoel-Gammon

Answer 16

if children use the sound at all consistently but not looking for using them correctly

Question 17

reported in stoel-gammon

Answer 17

at least 50% of children use the sounds in 2+ different words
differences tracked between emerging initial and final consonants

Question 18

what is a relative study

Answer 18

depends on adult expectations in how to count data

Question 19

what is an independent analysis

Answer 19

does not depend on any adult expectations

Question 20

generalizations from stoel-gammon

Answer 20

1. word-initial and word-final are different in acquisition
2. voiced consonants emerge first- stops tend to emerge first
3. in word-final, the voiceless stops occur first
4. as kids get older, more sounds are acquired

Question 21

Robb & Bleile (1994) type and criteria

Answer 21

longitudinal study; @ least 605 of children in 2+ different words
all transcribiable productions were counted including babbling

Question 22

Robb & Bleile (1994) results

Answer 22

data suggests that kids want to start using sounds before their 1st words

Question 23

Paul and Jennings (1992) results

Answer 23

syllables indicate sounds produced which results in syllable structure levels

Question 24

Paul and Jennings (1992) level 1

Answer 24

CV syllables: C voiced syllabic, V voiced

Question 25

Paul and Jennings (1992) level 2

Answer 25

CVC or VC (or CV not in level 1)

Question 26

Paul and Jennings (1992) level 3

Answer 26

syllables with 2+ different consonant types with no regard to voicing differences

Question 27

clinical implications of Paul and Jennings (1992)

Answer 27

20-50 child vocalization are needed to identify a child’s level of syllable production

Question 28

at what age should my client be producing their sound? instead ask

Answer 28

when could the child start to want to use the sound even in babbling?

Question 29

Lof (2004) takeaways

Answer 29

normative data on consonant development should not be used for assessment or to diagnose
Smit (1993): irregular errors are more likely to affect the overall intelligibility and more indicative of a disorder

Question 30

what should be used to diagnose

Answer 30

norm-referenced assessments on all sounds (GFTA-3 and Con Lewis)

Question 31

shriberg (1993)

Answer 31

developmental sound classes

Question 32

developmental shriberg class early

Answer 32

m, b, j, n, w, d, p, h

Question 33

developmental shriberg class middle

Answer 33

t, ŋ, k, g, f, v, tʃ, dʒ

Question 34

developmental shriberg class late

Answer 34

ʃ, θ, ð, s, z, l, r, ʒ